Digital Media Practices in Households

<p><em>Abstract</em> <strong>Context and relevance.</strong> The formation of civic identity among youth is an urgent challenge in the digital age, where digital media practices offer new opportunities for emotional engagement and intergenerational dialogue in patriotic education. <strong>Objective.</strong> To analyze the impact of digital media practices implemented within the framework of the International Online Puzzle Festival “Pobeda za nami!” on the development of civic identity among participants. <strong>Hypothesis.</strong> Digital media practices contribute to the development of patriotism and civic identity through personal involvement, emotional response, and educational support, with effectiveness depending on a balance between technology and content. <strong>Methods and materials.</strong> The study involved 532 submissions from 45 regions of Russia and 12 countries, a survey of 50 participants (9.4% of the total), and interviews with 5 jury members. A comprehensive approach was applied, including analysis of quantitative data, surveys, and expert assessments. <strong>Results.</strong> It was shown that 94% of participants reported a deeper understanding of history, and 88% experienced an increased sense of pride in their country. The online format received positive assessments (82%), though some technical difficulties and risks of a formal approach were identified. Experts confirmed the significance of family stories and intergenerational dialogue as key factors in identity formation. Integrating civic-patriotic components into digital educational environments requires maintaining a balance between technological capabilities and value-based ideological content. <strong>Conclusions.</strong> Digital media practices have potential for patriotic education of youth, provided there is methodological support and integration with traditional formats. It is recommended to develop mentoring programs and virtual resources to enhance the quality and sustainability of participation effects.</p>

This article explores how Korean bloggers, in contestation, participate in the social structure of communication and potentially transform it through their vernacular practices of decoding and recoding in the blogosphere. As a neo-liberal regime has been established, citizens practise discursive politics in a seemingly democratic and technologically advanced society that is actually a coercive-controlled communication system. Through the analysis of news blogs on the Cheonan disaster, it is suggested that a majority of bloggers are seen to utilise news media stories to gain leverage for their points of view or to provide counter-arguments against the dominant frames generated by the established news media. The critical reframing of the digital network in Korean society allows a reflexive reading of the Korean digital wave, which should be contextualised within generation politics, economic polarisation and ideological contestation. In order to avoid a nationalistic celebration of the IT power of the country, citizens' digital media practices are analysed as contributions to the democratisation of the public sphere and the enhancement of social openness and participation in the digitised arena of discursive politics.

The study investigates the impact of new media, internet, and digital media as a new trend in advertising industry in developing countries. A total of 60 questionnaires were used in collecting data for the study and descriptive methodology was adopted and SPSS and Pearson product moment correlation was used to test the formulated hypotheses. The study’s findings showed that, there is significant impact of new media in advertising industry as it ensures return on investment, creativity and innovations in the industry and effective planning and execution of media campaign. Based on the findings of the study concluded that new media, internet and digital media assist the advertising agencies in innovating good quality advertisements ,ensures companies and customers interaction and conveyed messages fast to the specified target audience ,and is wider reach .The study recommended that ,advertising agencies in developing countries should adopt the use of internet advertising ,new and digital media as one of the marketing communication tools in developing countries and policy on creativity and innovations in new digital media and internet advertising using innovative and sophisticated digital technologies .Also ,world Federation of advertisers must ensure collaboration and co-operation of developed and developing countries advertising regulators so as to tap wealth of knowledge and experiences in new digital media practices and usage regarding new media ,internet advertising and digital media.

This study focused on young people's perspectives about family relationships and how they can be strengthened or weakened through digital media practices. Located in Melbourne, Australia, 20 participants aged between 13 and 17 years were interviewed about how digital devices and practices shaped the way they interacted with family. The thematic analysis points to the young people's commitment to family cohesion. This was demonstrated through responsible use of social media, admitting the need for device‐free time, acknowledging the challenges of being online, and their sense of responsibility as a family member, which informed and shaped the way they individually acted.

This article presents a case study analysis of Social Worker Overload, a digital media story created by the American Federation of State, County and Municipal Employees (AFSCME) and shared publicly using the social media site YouTube. This story uses worker testimonials to present a compelling story about the effects of neoliberalism on social care work in the field of child protection. This story illustrates how the Department of Children and Family Services (DCFS) in Washington State uses ‘evidence based practice’ discourses to limit the forms of knowledge that may be utilized in discussions of work overload and work design within the child protection system. Through the creation and sharing of a digital media story about their experiences, the workers present narratives demonstrating how these and other elements of neoliberalism limit the workers’ capacity to actualize the potential benefits of professional social work. Finally, the analysis considers the process of worker advocacy using digital media practices, highlighting the roll that unions play in facilitating this type of resistance.

Mukbang, or online eating shows, have become a popular digital media practice that merges food, body, and mediated reality. Drawing on 15 indepth interviews with Chinese mukbang viewers, this study explores how audiences experience the pleasures and tensions of virtual eating. The analysis develops a sensory-authenticity-compensation (SAC) framework. First, viewers derive sensory gratification not only from the visual allure of food but also from bodily performance and auditory cues. Second, authenticity is judged less by factual eating behavior than by immersive and affective resonance. Third, mukbang serves as a compensatory practice that helps audiences regulate appetite, cope with loneliness, and symbolically substitute for eating. By integrating these dimensions, the SAC framework extends uses and gratifications theory to account for embodied, affective, and compensatory dynamics in technology-mediated food consumption. The findings highlight how digital media practices reconfigure eating into a mediated experience that resonates with broader social and psychological needs.

This paper argues that the coloniality of global knowledge has centralized the Global North to the media literacy debate, leaving some non-western countries to abandon their own experience while mimicking western theory and practice. This paper highlights three major historical events that exemplify the westernization of media literacy and calls for geo-culturalism in its conceptualization to accommodate locations like East Africa whose digital media practice is rooted in their colonial past. Using field data from three East African countries, the paper argues that the geo-cultural approach can help decolonize the debate by accounting for the media literacy variations brought in by varying social-political experiences.

The COVID-19 pandemic has profoundly changed educational and qualification experiences among young people. When the pandemic spread in 2020, schools worldwide were required to switch to remote learning. Through a qualitative multi-method, partly mobile, in-situ research approach, we accompanied pupils in the final year of their secondary education as they prepared for and finalized their school-leaving exams to investigate the following questions: What did pupils’ socio-material-technological learning spaces look like during this period? How did they adapt their digital media practices to cope with learning remotely? How did their situatedness in these learning spaces influence their learning experiences? Building on existing research in the field of digital and children’s geographies as well as learning spaces, through a combined content and narrative analysis, this article situates pupils’ learning spaces and experiences of graduating during the pandemic in the context of family relations, socio-material home spaces, polymediated learning environments and the accessibility of outdoor spaces. We debate the wide spectrum of media practices—ranging from indulgence in digital media, to balanced media use, to attempting to withdraw from using digital media—used by pupils to navigate through inextricably entangled socio-material-technological spaces during the pandemic. The further digitization of education prompted by the pandemic must be used in ways that empower pupils to engage in responsible and active use of digital media, thus allowing them to become mature and resilient digital participants in society.

Starting with the alternative digital media experiences that have taken place in the last two decades in Latin America, this chapter proposes a theoretical and methodological framework inspired by the critical tradition of participatory communication for social change as it developed in Latin America. The chapter is structured as follows. Firstly, we underline the latest framework of collective action that has characterized the new cycle of struggles in Latin America. Secondly, we delineate our proposal, which will consider three pivotal aspects of the process of appropriating and using digital media. Afterwards, we explore how the bonds that are formed between the media and the protagonists reflect a “new” community of reference distinguished by horizontal processes. Finally, we analyse how the net activism practice leads the participating people to experience a process of empowerment.

Larissa Hjorth, Kana Ohashi, Jolynna Sinanan, Heather Horst, Sarah Pink, Fumitoshi Kato, and Baohua Zhou. Digital Media Practices in Households: Kinship through Data. Amsterdam: Amsterdam University Press, 2020. 206 pp. ISBN: 9789462989504. Price: €89.00.It is undoubtedly important today for some researchers to track and analyze a large quantity of data, called Big Data, to understand what is going on in politics and the socio-economy. However, it is also a fact that the ability of quantitative researchers to do so relies on the issue of black-box architecture and use of the Internet. Furthermore, quantitative approaches to

General Background The rapid expansion of digital technologies in education, particularly following the COVID-19 pandemic, has increased the need for systematic evaluation of technology integration in school environments. Specific Background In science education, digital media such as multimedia presentations, simulations, and online learning platforms are increasingly recognized as important instructional resources aligned with international e-learning standards. Knowledge Gap Despite this development, limited empirical evidence exists regarding the actual level of digital media incorporation in intermediate-level science classrooms within specific regional educational contexts. Aims This study examines the level of digital media integration in science teaching in intermediate schools in Diyala Governorate, Iraq, using internationally recognized e-learning standards as an analytical framework. Results Using a descriptive-analytical survey design and a structured questionnaire administered to science teachers, the findings indicate a moderate-to-low level of digital media usage, with teachers primarily relying on basic tools such as presentation slides and instructional videos. Advanced digital applications, including simulations and interactive technologies, are less frequently used. Teachers also reported significant barriers, including unstable internet connectivity, electricity interruptions, limited institutional support, and insufficient professional development opportunities. Novelty The study provides an empirical assessment of digital media practices in science classrooms through the lens of global e-learning competency frameworks. Implications The findings highlight the need for improved digital infrastructure, institutional policy alignment, and sustained professional training programs to support the systematic adoption of digital learning practices in science education. Keywords: Digital Media Integration, Science Education, E Learning Standards, Technology Integration, Teacher Readiness Key Findings Highlights Teachers rely mainly on presentations and instructional videos rather than advanced digital applications. Structural barriers such as internet instability and electricity interruptions remain major constraints. Positive teacher attitudes toward digital practices persist despite limited technological implementation.

5 - Networked lives for learning: digital media and young people across formal and informal contexts

This study examines the way young Saudi women use language and other communicative resources in their digitally mediated interactions. It is motivated by the debate in Saudi Arabia on the impact of digital media on the way people use language, especially Arabic, the way they manage their social relationships, and the way they enact their cultural identities. The study was conducted at a women’s university in the eastern part of Saudi Arabia. A hundred and three participants were asked to complete a questionnaire on their online language use. Forty-seven of those participants were asked to keep a detailed literacy log of their digital practices over a period of four days and to submit samples of their interactions for closer analysis. The theoretical framework used to analyze the data combines concepts from new literacy studies (Barton & Hamilton, 1998; Gee & Hayes, 2010; Street, 2003), multimodal discourse analysis (Kress & Van Leeuwen, 2006; Jewitt, Bezemer, & O'Halloran, 2016), and mediated discourse analysis (Jones & Norris, 2005; Scollon, 2001). The framework sees people’s language use in terms of social practices and explores how those practices are affected by the different media people use to communicate, and how mediated communication is linked to broader issues of culture and identity. The analysis reveals that the participants’ digital practices are multimodal and multilingual, and the choices they make about the codes and modes they use take place in the context of a complex nexus of practice, involving the interaction among (i) the affordances and constrains of the different technologies they use, (ii) the demands of their social relationships, and (iii) their individual experiences and socialization into different ways of communicating. By appropriating different codes and modes in different ways in social media, young Saudi women are able to strategically situate themselves in different cultural ‘worlds’, maintaining traditional identities and cultural practices while at the same time enacting new kinds of identities. The study contributes to the debate on the effect of digital media on language use by adopting a sociocultural approach which links language use to social practices, social relationships and social identities.

Increasingly, growing older is something we do alongside technologies. Often, through mobile media, our everyday practices of informal caring are being digitally mediated and mediatised. From apps such as Whatsapp to iOS Health, how digital technology is used to provide informal care in later life is poorly understood. Care operates intergenerationally and bilaterally—older adults often caring for young children as well as adult children caring for older adults with declining capacity. Mobile media technology has become an integral part of these informal care practices. Understanding what older people do with technology is important to map different media literacies, possibilities, and limitations in practice. In this paper, which draws on a larger study, we explore older adults’ informal digital practices through creative practice workshops in Victoria, Australia. In what we called ‘playshops’, we deployed playful and creative methods such as postcard prompts and mapping exercises to explore informal care practices used by older adults, many of which are so mundane that they remain invisible and are potentially missed in research. We performed this to map uses, barriers, and possibilities of mobile technologies in providing and receiving care. Based on these playshops, we argue that when digital media is used in everyday ways, it can lead to greater social connection and informal care for, with, and through older people. These everyday acts of care give voice and visibility to the diverse ways older people use technology to facilitate informal care practises.

The relationship between digital practices, gender, and intimacy in teenagers’ everyday life is gaining growing attention. We can look at digital media as environments that offer young people agency and spaces where they can construct and perform their identity (boyd 2014) through bricolage practices (Willett 2008) and by experimenting with their own selves, also with regard to gender and intimacy (Ferreira 2021; Metcalfe & Llewellyn 2020; Scarcelli 2015; De Ridder 2017; Livingstone & Mason 2015). Studies have also devoted attention to communicative interactions (e.g.,“sexting”), investigating both the incorporation of and resistance to specific gender and sexual ideologies (Ringrose et al. 2013; Scarcelli 2020). The aim of our paper is to analyse how Italian teenagers (aged 15-18) (re)define their understanding of gender and intimacy by engaging with digital media and incorporating it into their daily lives. In the first step of our research we are conducting six focus groups with students (15-18) from secondary schools in six cities located in three Italian regions. In the second step, we will carry out in depth semi-structured interviews with teenagers. The combination of these methods will allow to explore topics such as teenagers' digital practices in relation to performing gender identities and sexual orientation on different platforms; teens’ interaction with others in relation to intimate practices; the use of specific platforms for homosocial interaction; use of digital resources to seek information about gender; digital media representations. Results cover a wide set of digital practices, organised along three (interrelated) dimensions: gender, sexuality and intimate relationships.